9394949438

[LATEST]$type=sticky$show=home$rm=0$va=0$count=4$va=0

Designing Learning Experiences:

The quality of the learning task influences its learnability and its value for the learner. Tasks that are too easy or too difficult, that are repetitive and mechanical, that are based on recalling the text, that do not permit self-expression and questioning by the child and that depend solely on the teacher for correction, make the child assume the passive stance of obedience. Learners learn not to value their own ability to think and reason, that knowledge is created by others and that they must only receive it. The onus falls teacher to ‘motivate’ children who do not seem to be naturally motivated. Learners accept being controlled and learn to want to control. These are ultimately detrimental to the growth of cognitive self-reflexivity and flexibility which are essential if learning is to empower the learner. By the time they reach Class VII, many children who have grown up in this kind of learning environment, lose their self-confidence and their ability to express themselves or make meaning out of their experiences in school. They repeatedly resort to mechanical rote memorisation to pass examinations.

Instead, tasks that are challenging and allow independent thinking, and multiple ways of being solved, encourage independence, creativity and selfdiscipline in learners. Instead of a culture of quizzing, of answering quickly and always knowing the right answer, we need to allow learners to spend time on deeper, meaningful learning.

Learning tasks that are designed to ensure that children will be encouraged to seek out knowledge from sites other than the textbook, in their own experience, in the experiences of people at home and in the community, in libraries and other sites outside the school, communicate the philosophy that learning and knowledge are to be sought out, authenticated and thereby constructed, and that neither the textbook nor the teacher is an authority. In this context, heritage sites assume great significance as sites of learning. Not only the history teacher, but also teachers of all subjects need to inculcate in the children under their care a sense of respect for sites of archaeological significance and the desire to explore and understand their importance.

There have been efforts aimed at improving the classroom environment and curriculum planning for children in Classes I and II in recent years. While these need to be reviewed and strengthened, there is also a need to engage with questions of designing learning experiences for older children that help them understand concepts and create and ‘own’ the knowledge that they learn. We are now seeing a small shift away from the focus on ‘factual knowledge’, but teacher preparation, planning of classroom practice, textbook preparation, and evaluation need to support this shift more decisively.

There is a need for incorporating flexibility in planning and adapting textbook content to designing topic learning, so as to move towards the NPE-86 goal of breaking out of watertight compartments. For this, it is necessary to build the capabilities and confidence of teachers to autonomously plan their teaching in response to the needs and demands of children’s learning. Currently, pedagogic reform efforts are still very centralised. Effective decentralisation would be possible through the greater involvement of Cluster and Block Resource Centres, the availability of local resource persons, and of resource and reference materials for the use of teachers.
Want to Know More
Please fill in the details below:

INNER POST ADS

Name

admit-card,10,Allegation,1,Alphabetical Series,3,Anagrams,1,Analogies,3,Answer Key,4,answer-key,1,Average,1,best ctet coaching in delhi,1,Blood Relation,2,cbse ctet admit card,1,CDP,33,Child Development,39,Child Development Pedagogy,33,Child Pedagogy,39,Cistern,1,Clock Calendar,4,Cloze Test,7,Coding Decoding,3,Compound Interest,1,CTET,325,Ctet application,1,ctet application form,1,CTET Application Form 2018,1,ctet application form last date,1,CTET Coaching,3,ctet coaching centre delhi,1,ctet coaching in delhi,1,CTET Coaching in Dwarka,1,CTET Coaching in New Seemapuri,1,ctet coaching institute in delhi,1,Ctet eligibility,1,CTET Eligibility Criteria 2018,1,ctet exam admit card,1,ctet exam study material,1,ctet examination pattern,1,ctet hall ticket,1,CTET Preparation,1,ctet preparation books,1,ctet previous paper,1,ctet previous year solved paper,1,CTET Question Papers,1,CTET QUIZ,32,ctet study material,1,ctet study material for maths and science,2,ctet study material in english,1,ctet syllabus 2018,1,CTET-2017,1,Cut Off,5,Data Interpretation,1,Development Process,1,Dice Test,1,Direction Sense Test,2,Distance,1,Download kvs Syllabus,2,DSSSB,187,DSSSB Admit card,1,dsssb admit card 2018,1,dsssb admit card download,1,DSSSB Coaching,6,dsssb eligibility criteria,1,DSSSB Exam,2,dsssb exam syllabus,1,dsssb pgt eligibility list,1,dsssb study material,1,dsssb study material pdf,1,DSSSB Teachers,5,dsssb teachers eligibility criteria,1,DSSSB Teachers Selection,1,Education,1,Educational Psychology,5,Eligibility,1,English,24,English Grammar,3,English Pedagogy,10,English-Pedagogy,19,Environment,1,EVS Pedagogy,12,EVS-Pedagogy,6,EXAM,1,Exams,3,Featured,8,Forgetting,1,General Science-Biology,1,Geometry,1,Grammar,2,Guest Teachers,1,Hall Ticket,1,Heights & Distance,1,Heredity,1,Hindi,3,how to prepare for ctet 2018,1,Idioms,3,Imp-Tips,4,Intelligence,1,job alerts,1,Jumbled Sentences,2,KVS,93,kvs dass exam date 2018,1,kvs exam pattern for pgt english,1,kvs latest updates,1,kvs online recruitment 2018,1,KVS syllabus,1,kvs syllabus 2019,1,kvs syllabus pgt hindi,1,kvs syllabus primary teacher,2,kvs teacher recruitment 2018,2,kvs tgt maths syllabus,1,kvs tgt pgt recruitment 2018,1,Latest Articles,150,Latest-Articles,1,Learning,1,Maths Pedagogy,10,Memory,1,Mensuration,1,Mixture,1,Mock test,33,MOCK TEST-DSSSB QUIZ,1,Motivation,1,NCF,104,Notification,21,Notifications,1,Number Puzzle,2,Number Series,3,Number System,1,Other Pedagogy,5,Partnership,1,Percentage,1,Permutation Combination,1,Personality,1,PGT,2,Pipes,1,Probability,1,Profit Loss,1,Progression,1,PRT,4,Psychology,2,Quant,17,Quant Notes,4,Quantitative Aptitude,17,Question Paper,1,Quiz,116,Ratio Proportion,1,Reasoning,30,Religious-Social,1,Results,8,Revision of the Day,15,Science Pedagogy,10,Seating Arrangement,3,Simple Interest,1,Speed,1,Spelling,3,SST Pedagogy,10,SST- Geography,12,SST-Civics and Economics,12,SST-History,27,study material for dsssb exam,1,Study Notes,79,Syllabus,18,Syllogism,2,Teachers Vacancies,2,TGT,1,Time,1,Vacancy,1,Venn Diagram,3,Verbal Ability,24,Vocabulary,3,Work,1,
ltr
item
DSSSB, CTET & KVS Exam Preparation | Clear CTET: Designing Learning Experiences
Designing Learning Experiences
DSSSB, CTET & KVS Exam Preparation | Clear CTET
https://www.clearctet.com/2017/07/designing-learning-experiences.html
https://www.clearctet.com/
https://www.clearctet.com/
https://www.clearctet.com/2017/07/designing-learning-experiences.html
true
5140436504468951946
UTF-8
Loaded All Posts Not found any posts VIEW ALL Readmore Reply Cancel reply Delete By Home PAGES POSTS View All RECOMMENDED FOR YOU LABEL ARCHIVE SEARCH ALL POSTS Not found any post match with your request Back Home Sunday Monday Tuesday Wednesday Thursday Friday Saturday Sun Mon Tue Wed Thu Fri Sat January February March April May June July August September October November December Jan Feb Mar Apr May Jun Jul Aug Sep Oct Nov Dec just now 1 minute ago $$1$$ minutes ago 1 hour ago $$1$$ hours ago Yesterday $$1$$ days ago $$1$$ weeks ago more than 5 weeks ago Followers Follow THIS CONTENT IS PREMIUM Please share to unlock Copy All Code Select All Code All codes were copied to your clipboard Can not copy the codes / texts, please press [CTRL]+[C] (or CMD+C with Mac) to copy